什么影响了大学生的教育收获？———基于校内追踪的实证研究

What Factors Affected College Students' Learning Gains: Based on Longitudinal Research of a Specific University

基于CCSS调查的南京某工科高校本科生四年的追踪数据， 利用多层线性分析技术，构建了大学生 教育收获的发展模型，探讨了影响大学生教育收获的因素。研究发现，第一，大学生教育收获发展中存在性别 和城乡差异，但相对于学习投入指标和教育过程诊断指标，性别和城乡因素作用较小；第二，学习投入指标和 教育过程诊断指标对教育收获及其变化均有显著正向作用，但作用程度不一，均可以解释教育总收获个体间 截距变异的50%和斜率变异的30%以上，其中学业挑战度和向学/厌学指标对教育收获的作用最大，甚至可以 解释斜率变异的75%以上；第三，学习投入指标和教育过程诊断指标对个体的知识收获、能力收获以及价值观 收获及其变化也具有显著正向作用，作用程度也不一。基于此，本研究建议要善用学生个体特征因素的影响、 强化学生教育过程因素的影响以及注重成熟理论的作用，以提高大学生的教育收获。

Based on the data from a 4-year longitudinal survey on undergraduates in a given engineering university in Nanjing， this research intends to construct a linear model by HLM (Hierarchical Linear Model) to explore factors affecting college students' learning gains. The findings are summarized as follows: (1) there exists differences between gender and census for the development of college students' learning gains， yet when compared with students' engagement indicators and educational process diagnostic indicators， these differences are rather minor; (2) the students' engagement indicators and educational process diagnostic indicators exert positive influences on their learning gains but on quite different levels， both can explain 50% of the total intercept variation and over 30% of the slope variation， especially the academic challenges and learning / weariness index of education， which can even explain more than 75% of the variation in slope; (3) the students' engagement indicators and educational process diagnostic indicators have significant but uneven positive effect on aspects like individual knowledge gain， capacity gain and social value gain. Based on the above results， the research puts forward some constructive suggestions such as taking different measures according to the individual characteristics of students， intensifying the instruction process and using the mature theory to improve college students' learning gains.